Effect of Guided Writing on Procedure Text Skills in Tenth Grade Machinery Students at SMK, Lecture notes of Design

Download Effect of Guided Writing on Procedure Text Skills in Tenth Grade Machinery Students at SMK and more Lecture notes Design in PDF only on Docsity! 26 CHAPTER III RESEARCH METHOD 3.1 Research Design Quasi-experimental is the design of this study. The researcher uses quasi- experimental design because this design is more generally used appropriate with school schedules and logistical problems (Cohen, Manion, & Morrison, 2007). Besides that, the goal of quasi-experimental is to use design that provide experimental and control through the use of randomization procedures. As Trochim (2006) stated that quasi-experimental is research design that has several aspects of randomized experimental designs, such as pre-post measurement and treatment-control group comparisons. In addition, Boomsma, et al (2009) assumes the purpose of quasi-experimental design is to evaluate the change in a subject’s result which is caused by receiving the treatment compared to maintenance the treatment. Because this research will use pre-post test as measurement and treatment-control group comparison that are included of quasi-experimental requirement, so this is why the researcher will use quasi-experimental as the design of this research. This study uses quasi-experimental that is included of quantitative research design because the purpose of this study is to examine the change of students’ writing procedure text after using guided writing strategy in their writing result. So, the aim of this study to examine the use of guided writing strategy toward writing procedure text in tenth grade machinery program at SMK MUHAMMADIYAH 1 GRESIK. Here, tenth grade of machinery students will 27 gain positive contribution in mastering writing procedure text by using guided writing strategy. The design chart can be seen in figure below: Group Pre-test Treatment Post-test Experimental √ √ √ Control √ - √ Table 3.1 Pre-test, Post-test Quasi Experiment Design Where: √ : With treatment of guided writing strategy - : Without treatment of guided writing strategy The researcher uses two groups in this quasi-experimental research. First is experimental group and the second is control group. Automatically, the experimental group uses guided writing strategy as the treatment. In this case, the researcher uses the same grade for both groups. It will make this research relate and reliable. The researcher decided to choose class X TKR 3 as the experimental group and class X TKR 1 as the control group. Pre-test is administered before the application of the experimental and control treatment, for the post-test is administered at the end of the treatment period. 3.2 Population and Sample 3.2.1 Population According to Watt and Berg (2002) defined population is the part which consists of all the units of analysis for particular study. In short, as Hanlon and Larget (2011) assumed that population is about all individuals or units of interest. So, in this research the population is all machinery students of SMK 30 are same with the items and topic given to the experimental and control group in pre-test, see Appendix B. A set of the test which is related to the syllabus and the curriculum that school used is created for this study to identify students’ ability in mastering writing skill. The test focuses on writing procedure text that the materials are related to the machinery program and will be distributed to 40 participants of X TKR 1 and X TKR 3 at SMK MUHAMMADIYAH 1 GRESIK. 3.3.2 The Validity of Instrument Before conducting pre test and post test as instrument of this research, the researcher will test the validity of the item. The instrument called valid if it has validity. Validity is a compatibility test with the main targets that need to be measured, as Kimberlin and Winterstein (2008) state is like degree of the measuring instrument which needs to be measured. There are three kinds of validity; those are construct, criterion, and content validity. According to Trochim (2006) in Drost (2011) construct validity is about the way to interpret or transform a concept, idea, or behaviour into an implementation reality. Besides that criterion-related validity is the degree of correlation between assessment test and one or more external criteria. For the content validity according to Yaghmaie (2003) is the essential aspect in discovering assessment concept that is used to measure the significance variable. From those types of validity, this study will use content validity to verify the validity of pre-test and post-test that will be given to the participants. Both of the tests are applied to classify the students’ achievement in writing procedure 31 text. For the pre-test, the researcher gives test which is involved into appropriate materials related to the machinery program, before the students get treatment. For the post-test, the researcher gives test which is same with pre-test after the students get all treatments. Here, the validity is based on the standard competence and also basic competence from the government. The researcher helped by the English teacher to check the instrument based on curriculum and syllabus. Here is the detail: Standard Competence Basic Competence Test Pre-test Post-test 3. Berkomunikasi dengan Bahasa Inggris setara Level Intermediate 3.3 Memahami manual penggunaan peralatan I. Classify the generic stucture of procedure text II. Analyze the sentences first, and correct by using correct grammatical structure III. Choose one of those titles and make a procedure text I. Classify the generic stucture of procedure text II. Analyze the sentences first, and correct by using correct grammatical structure III. Choose one of those topics and make a procedure text Table 3.2. Specification in Pre-test and Post-test achievement on writing procedure text of machinery students in tenth grade at SMK Muhammadiyah 1 Gresik 32 3.3.3 Procedure of Collecting Data The data were taken from the written test on experimental group. There are some steps that the researcher used to collect the data on experimental group, those are the researcher provides the pre-test to the students, the researcher teaches writing procedure text by using guided writing strategy, the researcher provides post test to the students and the researcher collects the test. In addition, the researcher took the data in the form of the written test on the control group, those are the researcher provides pre-test to the students and the researcher provides the post test to students and then collecting the test. Here the researcher conducts an experimental group is about four meetings. The topic of the first meeting is about component of machine connection, the second meeting is about tools of bench working, the third meeting is about the way to operate fluid pump, and the fourth is about the way to draw the component of machine. So based on the explanation, the researcher makes four lesson plans. Before and after the treatment the researcher provides pre and post test. During conducting this study, the researcher has schedule to conduct the study as follow: No Meeting Class Activity Time 1 1 st X TKR 1 and X TKR 3 Giving Pre-test (Free writing procedure text by choosing one title that have been available) 90 minutes 2 2 nd X TKR 3 Giving first treatment (Component of machine connection) 45 minutes 35 3.4.1.2 Homogeneity Test of Variance The researcher uses Levene’s Test for homogeneity test. This test is used to find out whether the variance of pre test score in experimental group and control group are homogenous. The test statistic of Levene’s Test (W) is defined as follows: 𝑊 = (𝑁 − 𝑘) (𝑘 − 1) = 1 𝑁𝑖 (𝑍𝑖 − 𝑍)2𝑘 𝑖 = 1𝑘 𝑖 = 1 (𝑍𝑖𝑗 − 𝑍𝑖)2𝑁𝑖 𝑗 Where: W : The result of the test K : The number of different groups to which the sampled cases belong N : The total number of cases in all groups 𝑁𝑖 : The number of cases in the i group 𝑌𝑖𝑗 : The value of the measured variable for the j th case from i th group 𝑍𝑖𝑗 = 𝑌𝑖𝑗 − Ý𝑖 , Ý𝑖 𝑖𝑠 𝑎 𝑚𝑒𝑎𝑛 𝑜𝑓 𝑖 − 𝑡𝑕 𝑔𝑟𝑜𝑢𝑝 𝑌𝑖𝑗 − Ý𝑖 , Ý𝑖 𝑖𝑠 𝑎 𝑚𝑒𝑑𝑖𝑎𝑛 𝑜𝑓 𝑖 − 𝑡𝑕 𝑔𝑟𝑜𝑢𝑝 The significance of W is tested against F (α, K- 1, N-K) where F is a quintile of F test distribution, with K – 1 and N – K its degrees of freedom, and α is the chosen level of significance (usually 0.05 or 0.01). Here the following procedures in analyzing the homogeneity by using SPSS version 16.0: first, make two columns. The first column is a group and the second column is a score after pre test data from both experimental and control group are input, then click analyze, compare means, and then independent sample t-test, input the score into test variable and the grouping variable, then click define 36 groups to determine group 1 (for experimental) and group 2 (for control) click continue and the last click OK. 3.4.1.3 Hypothesis Testing Independent t-test was used to know the significant difference between experimental group and control group had to be accepted or rejected. The first step is about stating hypothesis and setting alpha level at 0.05 (two tailed test). In this research, the hypothesis used alternative hypothesis that said “There is significant effect of using guided writing strategy toward writing procedure text in machinery program at the tenth grade of SMK Muhammadiyah 1 Gresik”. The hypothesis can be formulated as follow: Null hypothesis is μ1-μ2=0 (μ1=μ2) Alternative hypothesis is μ1-μ2≠0 (μ1≠ μ2) Hypothesis testing in this research as follows: H0: There is no significant effect of using guided writing strategy toward writing procedure text in machinery program at the tenth grade of SMK Muhammadiyah 1 Gresik H1: There is significant effect of using guided writing strategy on Students’ writing procedure text in machinery program at the tenth grade of SMK Muhammadiyah 1 Gresik The second step was finding t-value using independent t-test formula and comparing the probability with the level of significance for testing the hypothesis. Determining t-critical in table t = (0.05) df, the researcher compared t-observed and t-critical. If t-obs < t-critical, the researcher should accept the null hypothesis 37 and if t-obs > t-critical, it means the researcher can accept the alternative hypothesis. T test was calculated to find out the comparison of two means between experimental and control group post test, in analyzing the data, the researcher used independent t test formula. The formula is: 𝑡 = 𝑥1 − 𝑥2 − (𝜇1 − 𝜇2) 𝑆𝑥1 − 𝑥2 Where: 𝑡 : t value 𝑥1 : Average group 1 𝑥2 : Average group 2 𝑆 : Standard error of two groups 𝜇1 − 𝜇2 : Always a default to 0 Where: 𝑆𝑥1 − 𝑥2 = 𝑆2𝑝𝑜𝑜𝑙𝑒𝑑 𝑛1 + 𝑆2𝑝𝑜𝑜𝑙𝑒𝑑 𝑛2 𝑆𝑥1 − 𝑥2 : Standard error of two groups 𝑆2𝑝𝑜𝑜𝑙𝑒𝑑 : Variants of two groups 𝑛1 : Number of sample group 1 n𝑛2 : Number of sample group 2 Pooled variance : The average of two sample variances, allowing the larger sample to weight more heavily.